In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follo...In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning展开更多
This study attempts to investigate if and how students＇ perceptions regarding the first accounting course related with the selection of accounting as a major. Moreover, it examines students＇ initial perceptions and ...This study attempts to investigate if and how students＇ perceptions regarding the first accounting course related with the selection of accounting as a major. Moreover, it examines students＇ initial perceptions and course performance regarding the introductory accounting course. Participants in this study were 120 students from Technological Educational Institute of Kavala, School of Business and Economics （3 departments）, who were asked to complete a survey instrument. The instrument used eleven statements regarding students＇ perceptions （such as difficulty and motivation of the course） of the first accounting course. The main factors affect students＇ decisions to follow accounting and seem to be similar with other researchers＇ findings （Geiger ＆ Ogilby, 2000）. Future research could be used larger sample from different countries and the survey could also be used for a longer time period.展开更多
This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practice...This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.展开更多
文摘In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning
文摘This study attempts to investigate if and how students＇ perceptions regarding the first accounting course related with the selection of accounting as a major. Moreover, it examines students＇ initial perceptions and course performance regarding the introductory accounting course. Participants in this study were 120 students from Technological Educational Institute of Kavala, School of Business and Economics （3 departments）, who were asked to complete a survey instrument. The instrument used eleven statements regarding students＇ perceptions （such as difficulty and motivation of the course） of the first accounting course. The main factors affect students＇ decisions to follow accounting and seem to be similar with other researchers＇ findings （Geiger ＆ Ogilby, 2000）. Future research could be used larger sample from different countries and the survey could also be used for a longer time period.
文摘This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.
